Preparing for Class/ Available Resourcesmap.ua.edu/resources/study-skills/Preparing for Class...

Preparing for Class/Available Resources: CTL

EMAP

Dwight Lewis

ldwight2000@gmail.com

• List Name, major, and hometown

• Why do you think so many college students are so disinterested with college, and is satisfied with just getting by?

• What inspired you to want to become an engineer?

• What is going to motivate you to do things that you don’t want to do?

• What are your feelings about the UA?

Let Me Officially Induct You Into the Crimson Tide Nation!!!

• "It's not the will to win that matters—everyone has that. It's the will to prepare to win that matters.”

– Paul "Bear" Bryant

“I’m gonna take care of business while I’m here.”…Common Sense Right?

• Tuition is too expensive to goof off

• I was “all-everything” in high school

• I here the horror stories, but that “won’t happen to me.”

Susceptibility is Realer Than You Think!!

• The University of Alabama provided remedial courses for approximately 55% of entering Freshmen last year

• Freshmen missed more classes than any other group at the UA

There is Hope!

• With good preparation, success is always within reach!!!

• The meat and potatoes of great studying?

Textbook Reading

Often Suggested, but Never Respected

• High School = Read after lecture

• College = Read before lecture

• Makes note taking during lecture easier

• Know weaknesses to address/ask during lecture

High School

• Test after every chapter

• 20-30 pages

• Memorize definitions

• Can digest all in one night

• Teacher will basically tell you what’s on test

College

• Test on multiple chapters

• 100-150 pages

• Practical application

• Takes weeks to digest

• Everything is fair game in most classes

Common problems when reading textbooks

• Short attention span (mind wanders)

• Procrastination (put off until later)

• Trying to read too much at once

• Quit after becoming frustrated

• Read w/o comprehending

Comprehension

• Involves more than just reading words

• Achieved when an individual has the ability to elaborately communicate info to another

• Should be able to put in your own words

What makes a good reader?

• Posses and understands the background info that allows you to understand what the author is expressing

• Understands the general vocabulary used in text (i.e. 11th grade level)

• Able to keep several thoughts in mind at once

• Visualize groups of words as oppose to individual words

Some poor reading habits

• Moving lips or vocalizing while reading

• Reading one word at a time

• Reading w/o a purpose

• Reading at a place where you are easily distracted

• Reading in an area that is too comfortable

• Not doing anything while reading

Additional Info

• Using textbook aids

• Managing distractions

• Reading speed

Memory

Memory Techniques

• What we’ll be covering:

– things that affect your ability to remember

– basic memory tips

– strategies to improve your memory

Human memory consists of three stages.

• Sensory Memory

• Short-Term Memory

• Long-Term Memory

What can effect your ability toremember something?

• Distractions

• Time of day

• Your comfort level

• Stress

• Your interest in the material

• Your level of motivation

Steps to Memorize Effectively

• Organize

• Visualize

• Make it Meaningful

• Intend to Remember

• Motivated Interest

• Combine Memory Techniques

• Recitation

• Spaced Study

• Brainstorming

• Reflecting

• Use all your senses

• Repetition

• Mnemonics

• Study Before Bed

Memory Techniques: Key Words

• KEY WORDS- A key word stands for an idea and is so central to the idea that if you remember the word, you are almost sure to remember the entire concept that goes with it.

• Key words are used as hooks to help remember ideas.

• After you pick out key words, the next step is to test yourself again and again remember each of the key words and the concepts they stand for.

Memory Techniques: Catchwords

• These are words made up of the first letters of other words you want to recall.

• Using catchwords is one way to insure that you remember an entire series of key words and the ideas they stand for.

• What matters is that you create a word that you can automatically remember and that the letters in the word help you recall the key words.

Memory Techniques: Catchwords

• HOMES- the Great Lakes– Hurion, Ontario,

Michigan, Erie, Superior

• GUMP- pilots landing checklist– Gas, Undercarriage,

Mixture, Props

Memory Techniques: Catchphrases

• This is a sentence or a phrase made up of words that begin with the same letters of words you want to recall.

• The catchphrase does not have to be perfect grammatically or even have to make sense.

• It just needs to be a phrase that will stick in your memory and one that you will automatically remember.

Memory Techniques: Catchphrases

• My every earthy Mother just served us nine pizzas.– MERCURY, VENUS, EARTH, MARS, JUPITER, SATURN,

URANUS, NEPTUNE, PLUTO.

• Please excuse my dear Aunt Sally.– PARENTHESIS, EXPONENTS, MULTIPLICATION, DIVISION, ADDITION,

SUBTRACTION.

• Sinners will be punished.– STRING, WOODWIND, BRASS, PERCUSSION.

Memory Techniques: Spacing

• Spacing memory work over several time periods gives you a chance to review and lock in material you have studied in an earlier session but have begun to forget.

• Try to review new material within 24 hours after you first study it.

• Then, if possible, several days later review again to make a third impression of the material in your memory.

Memory Techniques: Overlearn

• If you study a subject beyond the time needed for perfect recall, you will increase the length of time that you will remember it.

• The method of repeated self testing is so effective partly because it forces you to over learn.

• After you study each new idea, the method requires you to go back and recite all the previous ideas you have studied.

• Doing so will help ensure that you will not push out of memory old ideas at the time you are learning new ones.

Additional Memory Tips

• Monitor what you’ve learned

– Check yourself to make sure that you’re learning

– Try self-testing yourself using the review questions at the end of the chapter or make up your own

NOTE-TAKING FROM TEXT

SQ4R STUDY READING METHOD

S – SURVEY

• Q – QUESTION

• R – READ

• R – RECITE

• R – RITE

• R – REVIEW

S = SURVEY

To “X-Ray” the “bones” of the chapter:

As you survey keep asking yourself - What do I

already know about the topic?

Look at the title. Read the introduction or first

two paragraphs

Look over the headings: subheadings, boldface

words, titles of graphs, charts, diagrams, etc.

Read the Summary or last two paragraphs

Take no more than 5 minutes to survey an

average chapter

Q = QUESTION

To set a purpose and to get actively engaged in reading: Pose Questions, mentally or in writing, before you

read the first section of the chapter If available, use questions provided by the instructor,

your text, or a study guide Or turn a chapter heading, subheadings, or boldface

terms into questions, beginning with “why,” “how,” “what,” “where,” “when,” or “who?”

R = READ

To find the answers to your questions posed in the Questioning step:

Read only a short section, one paragraph to one page, depending on the difficulty of the text

Read quickly and selectively, improving your comprehension by seeking the answers to your questions

R = RECITE

To find out what information you have gained from reading the short section:

Answer your question aloud, in your own words, for an immediate test of your comprehension

If you can’t say it, you don’t know it Reciting is your most powerful tool for

remembering information – it requires thecomplete multi-sensory concentration needed tomove information from short-term memory intolong-term memory

R = “RITE”

To prepare your notes for later review, follow RECITEwith any of the following steps: If the material is fairly easy, underline or highlight, using the

”telegrammatic” method If the material is detailed or complex, write brief notes in the margin, in

your notebook, or on post-it-notes In either case, record key names, dates, terms, definitions and ideas Mark any confusing portions for future clarification

NOW MOVE TO THE NEXT SECTION OF TEXT. RETURN TO THE “QUESTION” STEP AND PROCEED THROUGH THE “READ,” “RECITE,” AND “RITE” STEPS

“Telegramattic” Highlighting, Underlining or Note-Taking

• Use during the “RITE” step of the SQ4R

Study Reading method

• Objective: Your underlined or highlighted information and notes should provide you with a sufficient, correct summary of the reading material

• Provides focus during note-taking, improving comprehension, review, and recall

R = REVIEW

At the end of the chapter, do an immediate, briefreview to double retention Take about 5 minutes to review the full chapter,

”resurveying” it again by looking over all headings, subheadings, boldface terms, definitions, and major points –adding to your own notes, highlighting or underlining

A week later, review again briefly to strengthen long-term memory

Review each week until you are tested, adding new chapters as they are assigned, to cut study time by up to 70%

WHY USE SQ4R?

In a study, of upper-level students from Harvard University who used the SQ4R method for a semester every student:-Had a higher GPA-Faster reading rate-Improved comprehension-*Spent 30% less time on studying than before

Continually changes the pace, as you read one short section using the QUESTION to READ to RECITE to RITE steps-Prevents boredom-Enhances concentration-Produces greater learning than the usual reading of a full

chapter

Research Shows:Study-Reading Methods Do Work

• Reading alone is a short-term memory operation• Provides mental organization or structure• Sets a purpose for reading• Produces sense of accomplishment• Creates sense of security• Multi-sensory

The key is repetition!!!

The Center For Teaching and

Learning:

Work Smarter Not Harder!!!

CTLOsband Hall

Foster Auditorium

BurkeHall

Parham Hall

QUAD

Farrah HallLittle &

Moore Hall

Hackb

erry Ln

.

6th

Avenue

**One

Way**

Region’s Bank

Aquatic Center

Our Mission

• The primary mission of the Center for Teaching and Learning (CTL) is the delivery of high quality academic support services to UA undergraduate students as a part of the University's plan for academic excellence.

Services

• Free Individual Tutoring

• Math and Chemistry

Help Sessions

• Study Skills Seminars

• Computer Lab

• Additional Services

Free Individual Tutoring

• Most Popular Service

• Peer-Tutoring

• Appointment Not

Required But

Recommended

• Call 348-6854 To Make

Appointment

Free Individual Tutoring: Course List

• Accounting: 210

• BSC: 108/109 114/116

• CH: 101/131 104 117

• CS: 102 114 124 285

• EC: 110 111

• Finance: 302

• Math: 005 – 227/247

• Marketing: 300

• Physics: 101 102 105 106

• Spanish: 101 102 103 201 202

• Statistics: 260

Free Individual Tutoring: Policy

• Only Open to UA Students in

UA Courses

• Must Bring Action Card

• Can Only Have 2

Appointments Scheduled in

Advance (Must Reschedule

After 2nd Visit)

• Not A Substitute For Attending

Class

Please Swipe ID!!!

Want to be A Tutor?

• Great Pay

• Will Work Around Class Schedule

• Great Hands-On Expeience

• Must Have:

– Must have at least 12 hours

– Taken Courses that we Offer for Tutoring

– Have At Least a 3.00 GPA

– Enjoy Helping Other Students

– Three References

Math, Chemistry, Physics Help Sessions

• Appointment Not Required

• Group Session

• Led by CTL Tutor

Study Skills Seminars

• The CTL offers non-credit speed reading and comprehension courses as well as programs in individualized reading enhancement.

• Study skills workshops (time management, test-taking, etc.) are also offered regularly.

• All reading and study skills workshops are free, short-term and non-credit courses.

Computer Lab

• Open 8AM – 10PM (Mon-Thurs)

• Open 8AM – 4:45PM (Fri)

• Free Printing

• Graduate School Entrance Exam Preparation Materials: LSAT, GMAT, GRE, MCAT, MAT

• Solutions Manual For Many Classes We Tutor

Computer Lab: Policy

• Printouts Limited to 10 Pages or Less

• Must Bring Action Card

• Tutors Have 1st Priority on Solutions Manuals

• Must Keep Solutions Manuals and Study Guide Material on Site

– CTL holds driver’s license during usage as collateral

Additional Services

• Student Support Services

• McNair Scholars Program

Additional Services: Student Support Services

• Mission is to provide an array of academic and personal support services to first generation college students with limited incomes and/or disabilities.

Additional Services: Student Support Services

• Provide Free Tutoring and Advising to Participants

• Limited to 200 Participants per Years

• To Qualify Must:

– Be 1st Generation College Student

– UA Student

– Have Academic Need

Additional Services:McNair Scholar Program

• The McNair Scholars Program is a federally funded TRIO program named in honor of Ronald E. McNair, Ph.D.

• The McNair Scholars Program helps talented first-generation college students in financial need and those from groups underrepresented in doctoral study to prepare for successful admission into and completion of doctoral programs.

Additional Services:McNair Scholar Program

• While undergraduates, Scholars receive a stipend while they conduct research with faculty mentors and engage in other scholarly activities.